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Stop and think about that question for awhile. Interpret it. Ponder it.

Did you interpret the question to mean, “How do we teach about Vasco da Gama, Magellan, Columbus, Lewis and Clark, York, Shackelton, Earhart, Nellie Bly, etc.?” How do you teach those persons and their incredible stories? Do you hold them up as heroes? At least as important to discovery and building of knowledge? Are you holding them up, at least a bit, as models for your student learners – as people or dispositions or pursuits to emulate?

Did you interpret the question to mean, “How do we teach the learners in our care? All of the children, young people, and adults in our community who are explorers and discoverers by the very nature of them being human?”

Perhaps you interpret no real appreciable difference in those two digestions of the initial question. Maybe you see them as something akin to two sides of the same coin.

For me, teaching explorers and exploration is essential. Better yet, creating the conditions in which learners can learn exploration and be explorers seems even more my calling.

Starting with Myself and My (Biological) Children

In 2004, I became a father for the first time. It happened again in 2007. Two boys. And while I love and adore my own father – and respect him immensely – we did not spend a great deal of time together as I was growing up. As a father myself, I wanted to be the incredible dad that my father is, while also figuring out ways to spend more time with my own sons. As my boys got older, I worked to understand more and more ways to accomplish this goal.

At the same time, and for more than 20 years, I have been a professional educator, and I have found myself (placed myself!) square in the crossroads of all of this transformational energy happening in our industry. Certainly, at the heart of this transformation is a growing knowledge of 1) how our brains work, 2) how human curiosity and yearning to explore drive our developing perception and understanding of our world, and 3) how the changes in our cultural capabilities make it ever more possible to be a producer and not just a consumer in various circles of our existence. Certainly, at the heart of this transformation is a growing realization that life is very project-based, and school – if meant to be even a portion or fraction of facsimile for “life” – should replicate and honor the project-based nature of genuine learning that is wonderfully integrated and purpose-driven in the 87% of our lives outside of our formal school years. (By the way, I think any lines between “school” and “real life” should be blurred, proverbial walls torn down, etc.)

And so, with my deep desire to be an involved father to my sons, interwoven with my deep desire to make school more life-like and project-based, I started an experiment I call #fsbl – “father-son-based learning.” Essentially, my sons and I go on missions together to explore and understand our world. As much as possible, they lead the way. Our primary tools are as follows:

Curiosity

Willingness to question aloud for others to hear and co-ponder

Courage and patience, when needed

Observation journals.

When we embark on an #fsbl journey, we commit to observation journaling. Sometimes we use paper and pens/pencils, and we almost always use a smart phone to record pictures – milestones – during our outings. With these images, we upload our questions, our findings, our hypotheses, our ponderings, our wonderments, our befuddlements. For many years, we have recorded these postings to our favorite-at-the-moment technology tool – sometimes Posterous, sometimes WordPress, sometimes Instagram. On each tech tool, we have set an auto-post to Twitter (with hashtag #fsbl) so that we might invite in teachers and co-explorers for our own corp-of-discovery team. We’ve now done this for nearly seven years, and we are well-practiced explorers, ethnographers, and archivers.

From our explorations, we build micro-curricula. Things we want to continue exploring and learning more about. In formal schooling, it’s too often the other way around. From curricular decisions made by a well-meaning teacher, short-term explorations are enabled to “enrich” the lesson or unit. School tends to privilege curriculum deriving explorations. #fsbl privileges explorations deriving curricula.

How does it happen naturally in our lives outside of school? What if school progressively transformed to more deliberately derive curricula from explorations and human-driven curiosity? Such is the core purpose of experimenting with observation journals as something of an “excuse” and invaluable tool to get out and explore together and to create breadcrumbs to which to return at another time!

Building Synergy with My Other Children

After a few years of practicing with #fsbl, I began to wonder about scaling this model to my “other children” – the student learners at my school. If observation journaling could build micro-curricula for my sons and me, then could a networked group of observation journalers – EXPLORERS – co-create exciting and pursuable curricula derived from our own synergized curiosities?

In the fall of 2010, Synergy 8 was added to the middle school curriculum at The Westminster Schools, where I taught and principaled at the time. Essentially, a number of micro-curricula were derived from the co-explorations and collective observation journaling of the Synergy 8 team. My teaching and learning partner Jill Gough and I established some categorical learning outcomes (see and explore the Synergy 8 link above) from which explorations could be launched and upon which explorations could be reflected. At the core of the experience, though, one could find a heart of observation journaling. As learners went about their days and existences, they developed stronger and stronger habits in capturing their curiosities, their wonderings, their questions, and their befuddlements. These observations were chronicled and archived with tech tools similar to those used in #fsbl, and the Synergy 8 team built a virtually bottomless pool of potential and actual curricular pursuits.

Through selected observation journal posts, Synergy 8 team members opted into such projects as “Is Graffiti Art or Vandalism?” Several opened an internal advertising agency. Four boys became interested in the English Avenue area of Atlanta and worked through initial thoughts of urban gardening to solve a perceived nutrition problem, only to be encouraged in another direction by a community member who showed them four nationally-registered urban gardens and explained that what they needed were jobs to solve for 70% unemployment. So, the boys developed a partnership with Fleet Corp and hosted a job fair for the community.

At the points of reflection along the way, we, of course, discovered a lot of interconnected nodes of learning that might be sub-categorized as “English & Language Arts,” “Maths and Statistics,” “History and Social Sciences,” “Economics,” etc. More importantly, these students pursued ways that they could contribute as citizens now – not just future resources always preparing for something they were told would come in the future, but current resources who wanted to – and were perfectly capable to – make a dent in the present. To work well beyond the domain of green-covered grade books or siloed subject areas.

These projects, and many more, started with exploration of community, observation journaling, and learner-curated and derived curricula.

A Next Iteration and a Brand New Launch – Innovation Diploma @MVPSchool

Since June of 2013, I’ve been serving as Chief Learning and Innovation Officer (“CLIO”) at Mount Vernon Presbyterian School. Also, I am acting Executive Director of the Mount Vernon Institute for Innovation. As part of my duties in these fully integrated organizations (the organizations are something of a Clark Kent and Superman, if you will, neither alone being either persona), I assist Meghan Cureton, our Director of the Innovation Diploma program. From her lead, I help co-facilitate our inaugural cohort of iDiploma members – a dynamic team of twelve super-learners and uber-doers who are reinventing what we even know as the thing we call “school.” In fact, one of our mantras in iDiploma is “We’re not a class. We’re a start-up!”

As you might have predicted from the chronological flow described above, one set of the tools and methods we use in Innovation Diploma is ethnography, discovery, and observation journaling. From the cohort members’ explorations, they originate ventures – both (i)Ventures and coVentures. With (i)Ventures, an iDiploma member pursues an individual objective through the lenses of inquiry, innovation, and/or impact. With coVentures, a small team of iDiploma members collaborates more interconnectedly to create new value and entrepreneurial or innovative enhancement in some thing, event, community, process, or product.

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If one traced backwards to a point of origin for any of these ventures, one would likely discover an exploratory observation and chronicled curiosity jotted somewhere to launch a purposeful endeavor, all clothed in dynamic exploration. Jumping off from such a point of origin, the Innovation Diploma cohort embark on incredible expeditions informed and forwarded through design thinking and The Innovator’s DNA.

Traverse – An Opportunity to Explore and Expedition through Observation Journaling and Design Thinking

In early June, at Watershed School, Meghan Cureton and I will lead one of the expeditions at the Traverse conference. Our current expedition description reads as follows:

“Whatever it is I think I see…” Curiosity-Based Learning – #FSBL, #Synergy, #iDiploma

We are born insatiably curious. It’s how we learn. In too many cases, though, curiosity can be shoved to the back seat, or even completely tossed out of the vehicle, in environments we call “school.” Yet, we talk of nurturing innovators and being innovative in schools. What if we more purposefully pursued the traits and mindsets that we know are essential to the “Innovator’s DNA?” How might we grow our curiosity muscles and build integrated, real-world learning pursuits through observation, questioning, experimenting, and networking?

In this Traverse Expedition, @MVPSchool and @MVIFI Innovation Diploma leaders Meghan Cureton and Bo Adams will share stories and methods from #FSBL, #Synergy, and #iDiploma. They will guide the group through community exploration, observation journaling, and networking with external experts to spur curiosity-based learning and innovation for a variety of learning and school uses. Participants on this journey will construct framing for curriculum and projects that originate from learner observation, develop through DEEP design thinking methods, and culminate in innovations and impacts that respect students for the current resources they are! Together, we’ll expand the very definition of “school.”

We are looking forward to joining with a new corp of discovery at Traverse, and we are excited to share some of the methods and tools we use to create opportunities and utilize environments for exploration and discovery. More than anything, we are thrilled to imagine what we might build together with those attending and exploring with us. We will be teaching the explorers… and learning from the explorers! What curricula might we derive from our explorations? What new ways of doing school might we discover?!

[On Tuesday, June 26, as part of the Center for Teaching’s annual Summer Institutes, Bo Adams and Jill Gough are facilitating day 2 of a two-day workshop on PBL (project-based learning, problem-based learning, place-based learning, passion-based learning, etc.). The online course description is linked below, and the outline for day 2 follows. The pre-institute assignment (the “appetizers”) and a short description of the “flights” structure can be found here, and the outline for day 1 is here.]

With your partner, use your PBL storyboard and developing asset pool to continue building your PBL multi-media tool. Remember to review the good thinking and storyboarding of other groups – it’s not “stealing,” it’s sharing and collaborating!

Review and revise assets you made for self-selected “HW” last night…recycle, re-design, re-purpose, re-build,…

At 9:00, we’ll do a quick sub-team check-in – by jigsawing among sub-teams – before we move on with the next flight. (Suggested protocol: THE 5 WHYS)

Quiet reflection – place some of your current project work on a copy of the Adams-Gough Taxonomy.

Brief share-out and mediated journal of possibilities for working in capital-P PBL (upper-right quadrant).

10:00 – 11:00 a.m.
I Am Not a Commitment-phobe Flight

Using DESIGN THE BOX or COVER STORY, create a model and story to share with the group. The model and story should share a PBL idea that you will commit to implementing with your student learners in the first semester of 2012-13.

At 10:35, we will hear 2-3 minute presentations from each designer/group.

During each presentation, contribute post-it feedback: 1) I like…, 2) I wonder…, 3) I want to know more about…

_________

Coming Soon…

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (After 3)
Coffee and Dessert: What Will Sweeten Your Teaching After #CFTSI12?
(180 Days of Possibility in 2012-13 – Keeping the Conversation Going)

[On Monday, June 25, as part of the Center for Teaching’s annual Summer Institutes, Bo Adams and Jill Gough are facilitating day 1 of a two-day workshop on PBL (project-based learning, problem-based learning, place-based learning, passion-based learning, etc.). The online course description is linked below, and the outline for day 1 follows. The pre-institute assignment (the “appetizers”) and a short description of the “flights” structure can be found here.]

EL #1: I can share my deep understanding of PBL through PBL methods and pedagogies, as well as with direct-instruction and conversation.

EL #2: I can commit to PBL with student learners by working through stages of rapid-prototype planning, implementing, and assessing.

CHALLENGE: Because you are attending this Center for Teaching Summer Institute on PBL, the CFT intends to use you as PBL leaders in 2012-13 (and beyond!). Westminster is furthering its Learning for Life vision, and Drew Charter is envisioning a PBL high school, so PBL leaders are high in demand! We want to help you prepare your PBL-leadership tool belt. By the end of this CFT-SI, you will build and present a multi-media resource about PBL that you can use to support a host of adult and student learners engaging in the complex wonder of PBL! Consider it a crucial deposit in the bank of visionary work! [We may even go Pecha-Kucha or Ignite style!]

Resources to consider including in PBL multi-media tool:

PBL Framework(s)

PBL “Expert Voices” from research and practice

PBL as “place-based,” “problem-based,” “passion-based,” as well as “project-based” [ideas around campus, Atlanta, etc.]

PBL Video Resources – pictures are worth 1000s of words!

Examples of PBL being tried and attempted/implemented

Interviews – voices from students and adults about how and what we want to learn

Ideas for PBL you intend to implement yourself

8:45 – 9:45 a.m.
Questions, Connections, & Empathy Flight

POST-UP: What questions do you have about PBL and “the Challenge”, as well as questions about related opportunities such as integrated studies, teachers working in teams, etc.?

UNDERSTANDING CHAIN or GRAPHIC GAMEPLAN: With a partner, craft a storyboard of your PBL multi-media tool concept. With one or the other of these two Gamestorms, we will be able to co-post our “slides” or “path points” on a common game board so that we can share across groups.

Begin building assets, as time permits!

Rapid-prototype presentations of storyboards before we adjourn for the day.

_________

Coming Soon…

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (After 3)
Coffee and Dessert: What Will Sweeten Your Teaching After #CFTSI12?
(180 Days of Possibility in 2012-13 – Keeping the Conversation Going)

Leveled formative assessment that offers learners the ability to calibrate understanding with expectations and, at the same time, shows the path to the next level will improve learning and teaching. Use assessment to inform learners where they are on the learning spectrum, where the targets are, and how to level up.

Use PollEverywhere to decide the next step: many individual/pair workshopped rubrics or mini individual workshopped rubric to then share out to whole group (like faculty web presence; group work – engaged participation) [5 minutes]

Participant workshop time to develop leveled assessment for use with learners [10 minutes + 10 minutes to share out & wrap up]

Twenty-four, eighth-grade synergists are working in six discreet groups – their projects originated from the data-mining of over 300 observation-journal blog posts that they collected. The projects are:

Graffiti (is it art, vandalism, both? how can we use it for good?)

Nancy Creek (what can we know and understand about the creek that runs through our campus?)

Obesity (how can we improve the alarming issue of obesity in American youth?)

Sleep (what impact on school do our sleep habits create?)

Habitat for Humanity Spring Fling (how could a school fair raise money and awareness for homelessness?)

Because Jill Gough, one of the two Synergy facilitator-coaches, was presenting at the Learning Forward Annual Conference on Monday, Dec. 5, she was in Anaheim, CA. The other facilitator-coach, Bo Adams, was in Atlanta, GA. Having grown accustomed to and convinced of the viability of team-teaching in such a project-based course, Bo and Jill felt some anxiety about having only one facilitator present to serve best the six groups during this critical phase of their project development.

As we think about preparing students for a work world that will most likely include significant use of such tools as iChat, Facetime, Skype, and other video “conferencers,” then it seems natural to practice such work processes. Perhaps students already use such tools socially, but school could help coach the use of such tools for more formal, business-like purposes. Additionally, we should all be thinking more about how we can invite various co-teachers into our classrooms – to break down the walls that seem to preserve the arcane model of one adult per group of classroom students. Practice leads to enhanced proficiency. On Monday, Dec. 5, Synergy engaged in some additional practice of tearing down those 20th century classroom walls. Who knows who else we might next invite to teach with us…from the exterior of our learning space’s four physical walls.

As one student-learner can be heard exclaiming in the video: “This is so next level!”